Women’s and Gender Studies Essays

Women’s and Gender Studies Essays Women’s and Gender Studies Essay Women’s and Gender Studies Essay Essay Topic: Little Women Name: Course: Instructor: Date: Women’s and Gender Studies Question 1 a) According to Badran, when did the phenomenon of â€Å"Islamic Feminism† emerge? According to Badran, the phenomenon of Islamic Feminism emerged in the 1990s. b) In her view, what are the broad goals of Islamic Feminism? The broad goals of Islamic Feminism are to be treated the same way as men, which is similar to equal treatment of all humankind, as written in the Quran. – How do these goals confirm the worldview of Islam’s earliest authorities? These goals confirm the worldview of Islam’s earliest authorities as patriarchs who ruled to their own advantage. This reflects Islam and Patriarchy as different, since Islam advocates for equal treatment of humankind. – Upon what mythic sources are these goals based? (Be as precise as you can be) These goals are based on equal treatment of all humanity, as stipulated in the Quran. c) Badran notes that Islamic Feminism can be â€Å"controversial and unsettling.† Which two parties are most threatened by Islamic Feminism? There are two parties that are most threatened by Islamic Feminism. The first is men who do not want to lose the privileges they get because of patriarchy and women who do not want to loose the protection gained from patriarchy. The second party is of people who use the view of Islam as giving women subordinate roles, as a tool for politics. d) According to Badran, from which ideological discourses and geographical locations was Islamic Feminism born? Islamic Feminism was born during a movement in the 19th century by the Salafi School. Later in the 20th century, feminists from Middle East fought for more rights for women who were still living in patriarchal societies. e) Where does it flourish? And why do you think this is the case? They influenced Pan-Arab movements. I think that this is the case because of the similarities in their ideologies, which the movements could relate to. f) Where has Islamic feminism had practical effect? (Can this be said of the UAE?) Islamic feminism has had a practical effect in three areas. The first one is Iran where Muslim women and some men associated with the Zanan paper, fought for women’s rights, which had been ignored, explaining their reason as the Qur’an. The second is in South Africa, immediately after apartheid, where men and women fought for gender justice. They particularly focused on rights of women to the mosque and communal area. They wanted equal access as men. The third area was in North America where women in communities of converts and immigrants, experienced contradictions from immigrants on the issue of human equality. The immigrants imposed the patriarchal rule on them. g) What is different between new Islamic feminists and those of the time of NaziraZayn al-Din (fl. 1920s)? The difference between Islamic feminists of the time of NaziraZain Al-Din and the new Islamic feminists is that those of NaziraZain Al-Din time were not well educated and hence this limited them in interpreting the Quran. The new feminists have produced analysis of the Quran on issues of gender. h) Badran (Egyptian) mentions: Asma Barlas, Riffat Hassan, Amina Wadud, Ziba Mir-Hosseini, QudsiyyaMirza and ‘Aziza al-Hibri. Do a little bit of research into their ideas. What general overlaps and contrasts do you find? Asma Barlas, Riffat Hassan, Amina Wadud, Ziba Mir-Hosseini, Qudsiyya Mirza and ‘Aziza al-Hibri all agree on the equality of all human beings. They all fight the equal treatment of every person. However, Asma Barlas refuses to be labeled an Islamic feminist, unless it is fighting for the justice of all beings. i) How specifically do these Islamic feminists explain Qur’an 4:34, a verse that seems explicitly to attribute power to men above women? (Do not rely solely on Badran here, she confuses rather than clarifies this point! I include a more thorough investigation by Mohamed Mahmoud [Content Area]). Mohamed Mahmoud explains this about Qur’an 4:34. Men should supervise their women and have control over them. Men are given a socio-economic role, while women are expected to be faithful and righteous even in their husbands’ absence. When a woman disobeys the man or refuses to fall the norm, she is disciplined by her husband through beating and avoiding her in bed. Finally, when the woman returns to the right ways or the state of obedience, the husband should stop disciplining her. j) To what degree do you agree with the findings/principles of the Islamic feminist movement as this is described by Badran? I agree with the principles of the Islamic feminist movement in as far as seeking equality and fair treatment to all individuals despite their gender. Question 2 a) â€Å"Women†¦ always play an active part that goes beyond the dichotomy of victimization/acceptance, a dichotomy that flattens out a complex and ambiguous agency in which women accept, accommodate, ignore, resist, or protest – sometimes all at the same time† (p. 534). What do you think Macleod means by this observation? (Read up on Gramsci’s concept of â€Å"Hegemony,† and the problems with his â€Å"False consciousness† model, pp. 543 ff) Macleod means that women have also contributed to gender inequality by accepting their subordinate roles in the society. They have not stood a firm ground in defining their place in the community, such that they either agree or refuse to be victimized. Gramsci’s concept of Hegemony suggests that the difference in power relations is not forced on to the victims but rather they comply with it. The dominant class manipulates the subordinate class into acting in a way that would favor the dominant class. The problem with his â€Å"false consciousness† is it suggests that the dominant class has manipulated the subordinate class such that they think they are acting on their own consciousness. Research however, shows people consent to subordination consciously or from political activity, which means, actively supporting it, passively accepting it or hidden resistance. b) What range of meanings does Macleod locate within the traditional Egyptian practice of wearing hijab? (539-40) Macleod gives two meanings for the traditional Egyptian practice of wearing the hijab. The first is that of the protest of women to come from their traditional identity and status in the society. The second meaning is the acceptance by women as that they are supposed to stay in the house and their homes. c) Why is it incorrect to describe these women as â€Å"adopting traditional dress† (545)? It is incorrect to describe these women as â€Å"adopting traditional dress† because they have placed different reasons from the traditional ones of wearing the hijab. A woman chooses whether to wear the hijab and the time to wear it. Different women also have different reasons of wearing the hijab. d) â€Å"Why would these women (541-3), who are educated, dedicated to working, and relatively successful symbols of modernization, return to a traditional symbol like the veil?† (544)What range of ideas is included in Macleod’s answer to this question? (key answer begins: 551) Macleod gives several reasons for veiling. They wear the veil to show their identity and role in the society. A woman gives the reason of wearing the veil as a symbol that one is a wife and a mother. The second reason is that the veil acts as a compensation for the working of a woman, when she should be carrying out her duties as a woman and mother at home. e) In what ways does wearing the hijab represent a woman’s desire to â€Å"accommodate† her tradition, and in what ways does it represent her desire to express â€Å"resistance†? Hijab represents the desire of a woman to accommodate the traditions, when worn by women because it represents their identities as mother and wives. On the other hand, it represents resistance, because it is a woman’s choice to wear the hijab and the time to wear it. f) What dangers are inherent in these women’s choice to adopt the veil? (556) The danger of these women’s choice to adopt the veil is that it might result to unequal treatment of women or gender in equality. This is because the choice of clothing for a woman might become a man or society’s decision. Work Cited Badran, Margot. â€Å"Islamic Feminism Revisited.† Web. 9 June 2012. Macleod, Arlene, E. Hegemonic Relations and Gender Resistance: The New Veiling as Accommodating Protest in Cairo. Chicago Journals (2008). Web. 9 June 2012. 1992

The Big Bang and the Origin of Everything

The Big Bang and the Origin of Everything How did the universe begin? Thats a question scientists and philosophers have pondered throughout history as they looked at the starry sky above. Its the job of astronomy and astrophysics to provide an answer. However, its not an easy one to tackle. An artists concept of what the Big Bang might have looked like, if anybody had been around to see it. HENNING DALHOFF / Getty Images The first major glimmerings of an answer came from the sky in 1964. Thats when astronomers Arno Penzias and Robert Wilson discovered a microwave signal buried in data they were taking to look for signals being bounced from Echo balloon satellites. They assumed at the time that it was simply unwanted noise and attempted to filter out the signal. The antenna that Penzias and Wilson were using when they stumbled across the signals from the cosmic background radiation heralding the birth of the universe. Fabioj, CC BY-SA 3.0 However, it turns out that what they detected was coming from a time shortly after the beginning of the universe. Although they didnt know it at the time, they had discovered the Cosmic Microwave Background (CMB). The CMB had been predicted by a theory called the Big Bang, which suggested that the universe began as a densely hot point in space and suddenly expanded outward.  The two mens discovery was the first evidence of that primordial event. The Big Bang What started the birth of the universe? According to physics, the universe sprang into existence from a singularity - a term physicists use to describe regions of space that defy the laws of physics. They know very little about singularities, but its known that such regions exist in the cores of black holes. Its a region where all the mass gobbled up by a black hole gets squeezed into a tiny point, infinitely massive, but also very, very small. Imagine cramming Earth into something the size of a pinpoint. A singularity would be smaller. Thats not to say the universe began as a black hole, however. Such an assumption would raise the question of something existing before the Big Bang, which is pretty speculative. By definition, nothing existed prior to the beginning, but that fact creates more questions than answers. For instance, if nothing existed prior to the Big Bang, what caused the singularity to be created in the first place? Its a gotcha question astrophysicists are still trying to understand.   However, once the singularity was created (however it happened), physicists have a good idea of what occurred next. The universe was in a hot, dense state and began to expand through a process called inflation. It went from very small and very dense, to a very hot state. Then, it cooled as it expanded.  This process is now referred to as the Big Bang, a term first coined by Sir Fred Hoyle during a British Broadcasting Corporation (BBC) radio broadcast in 1950. Although the term implies some kind of explosion, there really wasn’t an outburst or a bang. It was really the rapid expansion of space and time. Think of it like blowing up a balloon: as someone blows air in, the exterior of the balloon expands outward. The Moments after the Big Bang The very early universe (at a time a few fractions of a second after the Big Bang began) was not bound by the laws of physics as we know them today. So, no one can predict with great accuracy what the universe looked like at that time. Yet, scientists have been able to construct an approximate representation of how the universe evolved. First, the infant universe was initially so hot and dense that even elementary particles  such as protons and neutrons could not exist. Instead, different types of matter (called matter and anti-matter) collided together, creating pure energy. As the universe began to cool during the first few minutes, protons and neutrons began to form. Slowly, protons, neutrons, and electrons came together to form hydrogen and small amounts of helium. During the billions of years that followed, stars, planets, and galaxies formed to create the current universe. Evidence for the Big Bang So, back to Penzias and Wilson and the CMB.  What they found (and for which they won a Nobel Prize), is often described as the â€Å"echo† of the Big Bang. It left behind a signature of itself, just like an echo heard in a canyon represents a â€Å"signature† of the original sound. The difference is that instead of an audible echo, the Big Bangs clue is a heat signature throughout all of space. That signature has been specifically studied by the Cosmic Background Explorer (COBE) spacecraft and the Wilkinson Microwave Anisotropy Probe (WMAP). Their data provide the clearest evidence for the cosmic birth event.   The detailed, all-sky picture of the infant universe created from seven years of WMAP data. The image reveals 13.7 billion year old temperature fluctuations (shown as color differences) that correspond to the seeds that grew to become the galaxies. NASA / WMAP Science Team Alternatives to the Big Bang Theory While the Big Bang theory is the most widely accepted model that explains the origins of the universe and is supported by all the observational evidence, there are other models that use the same evidence to tell a slightly different story. Some theorists argue that the Big Bang theory is based on a false premise - that the universe is built on an ever-expanding space-time. They suggest a static universe, which is what was originally predicted by Einstein’s theory of general relativity. Einstein’s theory was only later modified to accommodate the way the universe appears to be expanding.  And, expansion is a big part of the story, particularly as it involves the existence of  dark energy. Finally, a recalculation of the mass of the universe seems to support the Big Bang theory of events.   While our understanding of the actual events is still incomplete, CMB data are helping shape the theories that explain the birth of the cosmos. Without the Big Bang, no stars, galaxies, planets, or life could exist.   Fast Facts The Big Bang is the name given to the birth event of the universe.The Big Bang is thought to have occurred when something kicked off the expansion of a tiny singularity, some 13.8 billion years ago.Light from shortly after the Big Bang is detectable as the cosmic microwave radiation (CMB). It represents light from a time when the newborn universe was lighting up some 380,000 years after the Big Bang occurred. Sources â€Å"The Big Bang.†Ã‚  NASA, NASA, www.nasa.gov/subject/6890/the-big-bang/.NASA, NASA, science.nasa.gov/astrophysics/focus-areas/what-powered-the-big-bang.â€Å"The Origins of the Universe.†Ã‚  National Geographic, National Geographic, 24 Apr. 2017, www.nationalgeographic.com/science/space/universe/origins-of-the-universe/. Updated and edited by Carolyn Collins Petersen.

Buckingham palace (London) Essay Example | Topics and Well Written Essays - 1500 words

Buckingham palace (London) - Essay Example designed by John Nash and Edward Blore but later structural and other changes were incorporated in the original design to accommodate the changing needs and tastes of the ruling monarch. The site that is considered the Buckingham Palace today was in the beginning three sites: Buckingham Gardens, Goring House and Arlington House. As the need for more space was required according to the lifestyle of the Dukes and rulers, the surrounding sites were added to the original Buckingham Gardens. Buckingham Palace began as Buckingham House when John Sheffield, the first Duke of Buckingham built the house in 1702. The Palace as one sees it today was quite different from the one that was originally created. The original house was constructed from red bricks but later the entire faà §ade was replaced by Portland Stone. In 1762, George III bought the house for his Queen, Queen Charlotte as her private residence. The house became to be known as the Queen’s House at that time and many court functions took place in the house at that time. George III wanted to remodel the house to suit the needs of the expanding family but did not get the time. When George III was succeeded by George IV, the new king decided to make changes in the house. Later, under the sanction of the government, George IV ordered a structural renovation of the house by architect, John Nash. George IV wanted to make the place into a palace to suit his own lifestyle. He wanted to make Buckingham House into a Palace and change his primary residence from Carlton House to the Buckingham Palace. The idea of the renovation was to make the place a theatrical showplace for the victories and accomplishments of the English rulers. This included a marble arch to commemorate the victories of Waterloo and Trafalgar. George IV made extensive investment in the palace when he bought furniture from France during the French Revolution. George IV was inspired by the French neo-classical design and thus tried to incorporate it

Changing role of computer assisted langauge learning (CALL) Essay

Changing role of computer assisted langauge learning (CALL) - Essay Example Given that scores of tutors and apprentices are already on the social media, the acquaintance with these sites makes it a comfortable avenue on which they can freely communicate and express their views. The SMs are social sites, which enhance socialisation, encourage creativity, as well as sharing of information. Consequently, these sites can be used to boost exchange of ideas and cooperation within the teachers and students body (Josteen, 2012). Page 4 According to Josteen (2012), the popularity of social media is another reason for choosing it as an educative media. The use of various social networks among students proves that a majority of them access SM from desktops or the use of mobile phones. Facebook ranks first in popularity among the other tools for social networking; it has more than eight hundred million subscribers. Linked In and Twitter have fewer users, at around 100 million and 500 million users, respectively. This implies that they are quickly closing in on the gap o pened by Facebook. The increasing trend indicating the popularity in use of technology and social media in both current and incoming students have revealed to educators that social media serves the function of academically reaching out to a large number of students hence fostering apprentices results in the classroom. Therefore, the use of SM facilitates sharing of information thus drawing people with similar educational and technological interests to unite. Page 8 Josteen (2012) asserts that such SM tools as Facebook, twitter, YouTube and Linked In are web 2.0 appliances amplify the creation and exchange of user-generated content. In their elucidation of SM’s relation to Web 2.0, Kaplan and Haenlein (2010) postulate that SM is an Internet-based appliances’ group, which builds upon Web 2.0 ideological and scientific nitty-gritty, and facilitates the generation and sharing of user-generated substance. In SM, user-generated content implies the generated and exchanged dig ital images, text, video, as well as video. Moreover, SM entails a range of web-based appliances, which foster communication (Facebook, Twitter, and blogs), multimedia exchage (YouTube and Flicker), as well as collaboration (social bookmarking and wikis). Page 15 SM allows people to create networks throughout the world and augment relationships by swapping private and expert information. Josteen (2012) indicates that many instructors acknowledge SM’s popularity thereby raising their curiosity in incorporating its usage into the contemporary classroom. Moreover, SM can have a favorable effect on learning professionals via the expansion of a system of contemporaries, community building, as well as membership engagement. By building an enhanced understanding via expert development, instructors can better recognise the best means of implementing SM in order to realise their pedagogical objectives. SM presents a professional advancement opportunity without requiring an individual to leave his/her workstation. In addition, it offers instructors a channel of collecting resources, including research material and publications, for learning novel strategies via blog posts and videos in order to get news and updates affecting their areas of profession. SM saves instructors time and resources in achieving professional requirements while offering skills and experience in utilising SM to boost their teaching. Therefore, instructors should make

Language Arts Lesson Essay Example for Free

Language Arts Lesson Essay Allyssa Satin Capucilli’s Biscuit and the Nest (2008) which is part of the Biscuit Phonics Fun series will be used in this lesson to teach Language Arts to Grade 1 level students. This lesson aims to meet the Sunshine State Standards which are to make students: (1) identify the sounds of vowels in printed words; (2) apply letter-sound knowledge to decode phonetically regular words quickly and accurately in isolation and in context; (3) retell the main events and identify the characters and setting in a story; (4) edit for correct use of common spelling patterns and conventional spelling of high frequency words and for correct use of capital letters for the pronoun I and proper nouns; and (5) communicate effectively when relating experiences or retelling stories heard or read. After the teacher reads aloud the story to the class, the students will perform the succeeding activities. First, students will be paired off and each pair will complete a story frame which goes this way. The story takes place in ________. A character in the story is ________who ________Another character in the story is ________who ________. A problem occurs when ________. After that, ________and ________. The problem is solved when ________. The story ends with ________. Second, the students will complete a Word Sort. They will get and divide a sheet of paper into two columns. At the top of the first column, they write â€Å"vowel sound /e/† and at the second column, â€Å"not vowel sound /e/†. Then, students select words from the story and write these in the columns. Third, students will accomplish a Picture Match. They are to read the words below the picture and tell whether it is a pen or a pin, mien or men, leg or league, nit or net, rid or red, tin or ten, etc. Fourth, students will describe their pet or a pet they would like to have (if they do not have one yet) in writing. They need to write 3 to 5 sentences. Lastly, they will individually narrate to the class a story of their own pet or someone else’s pet. The students will be assessed through the following assessment tools: (1) Students’ writing development will be assessed through their use of capitalization and use of appropriate punctuation marks in their written output in the first and fourth activity. (2) Students’ grammar skills are evaluated when they are able to correctly write the correct setting, character, or event in the story frame and when they properly use subject-verb agreement in their descriptions in the fourth activity as well as in their stories in the last activity. (3) Students’ spelling skills will be assessed through a written spelling assessment to be given after the second and third activity. The teacher will read aloud ten words with the short vowel sound /e/ and ask the students to write them on a piece of paper. Another way to assess their spelling skills is through their written stories in the fourth activity. The spelling pattern that the students will be taught in relation to the story is the short vowel sound /e/. Word examples of the short vowel sound /e/ are egg, fell, nest, get, help, etc. Throughout the activities, the students will use three cueing systems in order to arrive at comprehension. These cueing systems are semantic, syntactic and graphophonic systems. The semantic system refers to language features that bring about meanings to the reader. This is used in the classroom to make students know and understand the correct meaning of a word. The syntactic system includes the interrelationship of the words in a sentence and the sentences in a text. When students are able to complete the story frame activity, they use the syntactic system. The graphophonic system includes the spelling and sound structure of the language and the relationship of these two. This will be taught to the students by demonstrating how words are pronounced based on their spelling or word patterns. References Capucilli, A. S. Schories, P. (2008). I Can Read! Phonics: Biscuit and the Nest. New York: Harper Collins. Florida Center for Instructional Technology. (2009). Florida K-12 Reading and Language Arts Standards. Retrieved April 10, 2009, from http://etc. usf. edu/flstandards/la/new-pdfs/elp-1. pdf.

Life And Times Of Alexander The Great Essay -- essays research papers

Life and Times of Alexander the Great Introduction Alexander the great made an impact on world history that few individuals can profess to have done. He ruled all of the known world, and one of the largest empires ever. His men were the first westerners to encounter tales of the Yeti. They even discovered and classified new types of flora and fauna, such as the red mold that grew on their bread while they were in Asia, and made it appear as if it were bleeding. He expanded the Hellenist sphere of influence to the farthest reaches of the globe. When the king of Greece visited the British colony of India around the turn of the century, the colonial government had some native Indian dances displayed for him. He was shocked when he immediately recognized the dances as the same harvest dances that his fellow Greeks performed near Thessalonika. This was the breadth of Alexander's influence on hundreds of different cultures around the world. Throughout the whole of Europe, Asia, and North Africa, stories of this great man have been handed down from generation to generation throughout the centuries. In many cases Alexander has even taken on a superhuman aura, and many unbelievable legends have been based on his life. When Julius Caesar visited Alexandria, he asked to see the body of the greatest warrior of all time-Alexander the Great. Such was Alexander's reputation, able to impress even the powerful Caesar. He was, without a doubt, one of the most remarkable men that ever walked the face of this Earth. And this is the story of his life. The Life and Times of Alexander the Great The story of Alexander the Great is one of courage, genius, and great accomplishment; but it is also somewhat of a bittersweet one, ending with his tragic death during the prime of his life, at thirty-two. Alexander was born to Philip II of Macedon and Olympias, his principal wife, in 356 BCE, mpic Games. Just three years earlier, Philip had ascended to the throne after the death of his older brother, Perdikkas1, and named the city of Philipi after himself. Shortly thereafter, at the age of twenty, he met Olympias at a religious ceremony on the island of Samothrace. Olympias was of the Mystery Religions, and... ... Alexander had at last learned his lesson and began trusting Philip. Philip, though had finally had enough of Ptolemy and the rest of Alexander's friends meddling in Alexander's business, and exiled them from Macedonia "sine die". In Alexander's twentieth year, Philip was ready to begin his conquest of Persia and Asia Minor, but first he had to cement Epeiros's allegiance to him by marrying off Cleopatra (his only daughter from Olympias) to King Alexander of Epeiros. At daybreak the wedding procession began. Twelve of the Greek deities led the procession with Philip following close behind. A man posing as a guard gained access to Philip's entourage and stabbed Philip in the side before anyone could stop him. This man, later identified as Pausanias, had a horse prepared for a quick departure, but as fate would have it, he tripped over a bush, and was transfixed with a spear before he was able to rise to his feet. But there was no helping Philip- he was quite dead. Alexander was a firm believer in the saying, "The king is dead,

Global Research Paper: the Military Tactics of Mongol Essay

The Mongol civilization was a highly advanced group of people in terms of military characteristics. They had superior weapons and strategic skills that contributed to their success of conquests. The purpose of this investigation is to address the question: To what extent did the Mongols benefit from their advanced military tactics? The major body of evidence will focus on Genghis Khan who was a prominent Mongolian ruler, the Mongol army, their war tactics, the empire and finally, the invading of neighboring countries. These subtopics will assist in answering the research question by describing the significant role of Genghis Khan in leading his empire, and also their advanced military strategies and to what measure of success these factors resulted in. Sources such as books and databases were used to provide research and background information on the subtopics. They have been evaluated according to their origin, purpose, values and limitations. One of the databases, â€Å"Mongol Empire (Overview)† gave me a gist and a clear understanding of how the Mongols used their military skills to conquer many areas. I gained knowledge of some of their strengths and strategies that allowed them to become a powerful army. The analysis of all these documents will help to establish the extent of the benefit that the Mongols obtained through their advanced military tactics. Summary of Evidence The Mongol Empire originated from the nomadic tribes of the Central Asian steppes, now called Mongolia. The high, dry grasslands and mountainous geography on the steppes was not fit for farming, so they raised sheep and horses instead. However, this was one of the reasons to why the Mongols were able to vastly expand. Sheep provided meat, milk and cheese, which were their main diet. Horses were their source of mobility for hunting and transportation. Both of these factors stood as significant advantages for their army. The Mongols, however, were not strongly unified in the beginning. They had no solid foundation for a central government. The civilization was divided into different tribes that were each led by chiefs, and the tribes were always at each others’ throats. In all this time of constant fighting and violence, a man stepped up to unify all of the Mongol tribes and eventually reated an omnipotent empire. His name was Temujin(1162-1227), who later obtained the title, â€Å"Genghis Khan†, meaning universal ruler. A man named Juavini once stated, â€Å"Before the appearance of Genghis Khan they had no chief or ruler. Each tribe or two tribes lived separately; they were not united with one another, and there was constant fighting and hostility between them. † Genghis Khan ruled from 1206 to 1227 and led great military campaigns during his reign that contributed to their Golden Age. The Mongol army and their military campaigns were like tidal waves. They swept away any obstacles in their way and showed no mercy if the enemy resisted against them. One of Genghis Khan’s war strategy was the use of psychological weapons. He manifested terror and panic into the obscure areas of the country. His plan was to create a sense of such fatal destruction that resisting would be foolish. Another explanation to why the Mongol army were successful in their conquests was extreme mobility (up to 100 miles a day) and advanced weapons. The cavalry were always seen to be galloping on their horses. They shot arrows while charging at the enemy and moved with tremendous speed. The Mongols were also able to adopt new tactics and master new technologies. When Genghis Khan realized their weakness in capturing fortifications, he took captives of Chinese siege engineers and learned siege tactics such as building catapults and ladders. On the battlefield, the Mongols liked to fight in teams rather than individually. While the Japanese army was trained to present their skills by fighting in single combats, the Mongols were trained to work together as a team. If a samurai individually stepped up to a Mongol for a battle, the samurai would be surrounded and killed. A Japanese warrior named Hachiman Gudokun explained, â€Å"According to our manner of fighting, we must first call out by name someone from the enemy ranks, and then attack in single combat. But they took no notice at all of such conventions. They rushed forward all together in a mass, grappling with any individuals they could not catch and killing them. † This may seem unfair; however, this is one of the barbaric ways that the Mongols fought and it gained them victories. The Mongols were able to conquer lands and expand their territory; however, the extent of the benefit does not terminate there. Since the Mongol Empire controlled most of Asia and parts of Europe, they ruled much of the territory through which the Silk Road journeyed. Due to the peace within the empire, there was a great flow of merchants, craftsmen and missionaries traveling along the road, exchanging new ideas and creating cultural diffusion. The Mongols brought back new goods and cultures from the area that they conquered. When Genghis Khan retuned to Mongolia from China, he brought back engineers, musicians, translators, doctors and scribes. He also brought back goods such as silk, porcelain, iron kettles, armor, perfumes, jewelry, wine, medicines, gold and much more. From then on, they received goods from China in a steady flow. Because the Mongols, despite that they were barbaric and strictly militaristic, were able to keep peace and control in their empire, trading and traveling increased and exposed people to new ideas and culture. These factors led to the Golden Age of the Mongol Empire, Pax Mongolica. This golden age gave the Mongols a chance to advance in not only military, but economically and socially also. They were able to prosper with all the riches that they obtained from various trades and they were able to develop their society with the new ideas that were brought over from different cultures. Evaluation of Source The book Genghis Khan and the Mongol Conquests 1190-1400 was written by Stephen Turnbull. He is a historian specializing in eastern military history and wrote other books relating to the history of the Mongols, such as the Mongol Warrior. The publisher, a credible source, Routledge was founded in 1851 and became a major publishing house. The author’s intention for writing this book was for scholars, teachers, and students who are interested in studying the history of the Mongols. The book sought to answer questions such as: How did the Mongols obtain such power with their army? What tactics and strategies did they have in order to succeed in conquest? Therefore, there were some value as well as limitations to this book as it was used for research. There were quotes from other people who observed the Mongols, for example, soldiers who fought them. They described them to be barbaric and somewhat unfair. However, the book only shows the view of others, mostly the Mongols’ neighboring countries and enemies. There were no quotes from the Mongols that allowed to defend themselves. Another limitation was the fact that this was a secondary source and the author was not a witness to this event. This is a limitation because the information may not be accurate due to the time difference between the event and now. There were also some unanswered questions such as how their advanced army benefited them with a golden age and how their golden age had a great impact on their society. This limited my amount of research and therefore, I had to look for another source with that information. Analysis The Mongols had two different faces. They were brutal and fierce. They brought destruction among their enemies if they chose to fight. On the other side, they were benevolent and kind with those who yielded to them. It is seen that the Mongols were merciless and barbaric people; however this is not the whole truth. The Mongols did not torture or mutilate, while their enemies did. They preferred to slaughter in one quick motion which allowed their enemy to feel barely any pain. European rulers often enjoyed bloody executions such as stretching and hacking the body into pieces, but the Mongols did not take part in such gruesome activity. In fact, these horrible executions were carried out on the captured Mongols. An explanation to why the Mongols were able to have a benign side was because of their leader, Genghis Khan. He is known to be a fierce man but he has a bit of a merciful characteristic also. Genghis Khan said to a man who attempted to assassinate him, â€Å"When an enemy wishes to kill someone, he keeps the fact secret†¦But you have been frank with me. Become, therefore, my companion. In memory of your deed, I will name you ‘Jebei’–the arrow. † This portrays not only the act of forgiving, but the tremendous amount of confidence that Genghis Khan had in himself by befriending an assassin. On the other hand, he was not so forgiving on the battlefield. He intimidated his enemies to the point where some even fled before the fight began. Having such a confident leader affirmatively impacted the Mongol Empire and its army. With Genghis Khan leading them, they were fearless and confident that they will take victory. â€Å"My friends, Temujin knows how to range men for battle much better than Baibuga,† said Jamuka, who fled from battle after seeing Genghis Khan’s fighting arrangement. The Mongol army were able to conquer and create a vast empire. From the perspective of the conquered people, it may be negative, considering all the orrid destructions that were brought by the Mongols. However, the Mongol Empire was extraordinary. It brought almost the entire continent of Asia under one control. There was no division in the land because there was religious and cultural tolerance. Relevant to culture, as mentioned in the summary of evidence, the Mongols had an impact on the Silk Road. Trade along the Silk Road had decreased si nce the fall of the Tang dynasty but revived during the Mongol Empire because safe travel was guaranteed throughout the entire empire. Therefore, it created a huge economical boom and a great deal of new culture and knowledge reached Europe while the Mongols were able to experience a Golden Age. Conclusion The extent of the benefit that the Mongols received from their successful military was a time period of peace, prosperity and technological advancements. They were introduced to many new cultures as well as weapons and goods like silk and gold from China, which allowed them to prosper and become even more powerful. Pax Mongolica, their Golden Age, was the climax of their empire, and the extent of their power. The Mongol Empire can be compared to the Hellenistic Age. Figures like Alexander the Great and Augustus had conquered great amount of land and expanded their territory just as Genghis Khan did for the Mongols. However, both empires fell after their period of prosperity, which showed another similarity between two great civilizations. What would have happened if the Mongols did not fall after their golden age? The extent of their benefit from their advanced military tactics may have been greater. Reference http://www.fsmitha.com/h3/h11mon.htm

Gender Roles Defined

All the Pretty Horses would be widely considered a fairly typical western in the traditional sense. There are many of the common western tropes that exist explicitly and implicitly within the novel. While much of the idealistic â€Å"western† characteristics appear in a blatant manner, the novel is laced with incidents and dialogue of seemingly little consequence or significance at first glance. There are many occurrences which are overlooked in the story that represent and support a common and major idea that is stated in a more major or explicit form at other times.The role of gender is one such idea. In the early stages of the novel, the conflict which sets the entire story in motion takes place as Cole's mother has decided to sell the ranch now that his grandfather has died. Cole is distraught over this as the ranch is his desired lot in life. He attempts to talk to the familys attorney after attempts at persuasion with his mother fail only to reach similar end. The reason ing the attorney postulates for his mother's decision is a minute detail of the scene but brings about an interesting and otentially underlying idea throughout the story.His rationalizes her motives on the basis that, â€Å"she's a young woman and my guess is that she's like to have a little more social life than what she's used to† (McCarthy 17). This determination does not come off as explicitly Judgmental but simply a plausibly suggestion for her actions. Upon closer examination however, it proves to be more meaningful. The attorney is asserting Cole's mother's social life as a legitimate reason for her to forfeit the ranch her father had built from the ground up and worked so hard for.There is no such concern mentioned for the sixteen year old John Grady whom is interested in not only keeping the ranch, but running it himself. The adolescent stage of life in generally considered the pinnacle of social importance in society as adult relationships begin to form and develop. This is a very biased Judgment on the attorneys part based on a very glaring difference between Cole and his mother which is their gender. Mrs. Cole's social obligations appear to him as a legitimate reason for her to back out of the hard work, and presumably things considered â€Å"man's work† ecessary to run the ranch which she had inherited.It appears through his acceptance about Cole's mother and her decision, reaction to Cole's request, and lack of concern for his social needs that the attorney is convinced of his mother's inability to run the ranch without much displeasure because of her gender inferiority. There is no question of the ability and willingness to struggle by both Cole and his grandfather but there is a quick dismissal of the lack of drive and ambition to keep the ranch by the female entity.Such a characteristic of women as playing an inferior role to males is shown elsewhere in the novel. Examples of this ideal being maintained in the story came also in more explicit form. One such an example is in an exchange between Rawlins and Blevins as they discuss the riding skills of Cole. Rawlins is fishing for a positive response from Blevins to support his highly held esteem of Cole so asks he poses a clearly untrue and negative statement that, † suppose I was to tell you he's never been on a horse a girl couldn't ride† (McCarthy 8).This assertion is intended to draw a clear reaction to me being false due to the absurdi ty ot a male, let alone the Jonn Grady Cole, be ot a lesser ability ot riding a horse than a female. The reference to the female gender inferiority in that statement is understood by Blevins despite not being in close relations previously with Rawlins which shows an encompassing ideal that women are inferior to men. The male superiority trope surfaces again later in the novel as Rawlins and Cole come across the ranch which they work for. Rawlins observes the use of female horses as work horses and is surprised by such an act. Well†¦ I can see why theyre hard on a horse. Putting up with them bitches† (McCarthy 102). Rawlins is suggesting by his surprise in the use of female horses to perform work as opposed to males that the females are incapable, whatever the species, of performing the tasks and duties that are expected of and within the ability of a male. Along with their inadequacy he also sympathizes with the ranchers having to deal with the less desirable temperament of he females and promotes the subsequent assertion of physical dominance over the animals do to their supposed inferior gender.Such dominance would be easy to gain due to the lack of supposed equality between rider and horse as the riders are male and therefore more capable according to the ideology. Gender inadequacy is even given as verbally explicit presence in the eyes of the novel as possible when Alfonsa. Her concern for the relationship between Alejandra and Cole rests in the unfair but concrete views o f society on the morals of women compared to that of men â€Å"There is o forgiveness. For women. A man may lose his honor and regain it again. But a woman cannot. She cannot† (McCarthy 137).Alfonsa's extremely blunt but realistic views on how people perceive and forgive actions committed by men and women paints a black and white picture of the glaring inadequacy the novel's ideals carry for gender. Essentially she is saying that males lay above reproach or at least may atone for their sins or supposed sins but females are held to a much harsher standard with a greater punishment in that they cannot regain the positive image society has nitially placed upon them no matter what action that take to rectify simply because of their sex alone.The implicit and roundabout assertion of the attorney to Cole lay the foundation for a very prominent ideal of the story. Female inferiority to males is illustrated explicitly and has no bounds in terms of the realm of inadequacy or even the species as it appears to be universal. Such flaws of women can't even be atoned for in the eyes of the story as forgiveness is only available to those fortunate enough to be seen in society as forgivable because of their superiority.

150 Foreign Expressions to Inspire You

150 Foreign Expressions to Inspire You 150 Foreign Expressions to Inspire You 150 Foreign Expressions to Inspire You By Mark Nichol Here’s a writing challenge for you: I’ve listed foreign expressions, mostly in Latin, that offer wisdom or otherwise encapsulate a thought-provoking idea. Select one (or more) that resonates with you and employ it as a writing prompt. Note the evocative strength of â€Å"Alis volat propiis,† or the motivating force of â€Å"Audentes fortuna juvat.† Can you taste the bitter regret of â€Å"Dis aliter visum†? What kind of cynical crime noir can you concoct around â€Å"Cherchez la femme†? You’re welcome to suggest others. (Note, however that these are all complete sentences. I have phrases set aside for another day.) 1. Abeunt studia in mores: Practices zealously pursued pass into habits. 2. Absit invidia: Let there be no envy or ill will. 3. Abusus non tollit usum: Abuse does not take away use. (Abuse is not an argument against proper use.) 4. Age quod agis: Do what you are doing. (To the business at hand.) 5. Aide-toi, le ciel t’aidera: Help yourself, and heaven will help you. 6. Alea jacta est: The die is cast. 7. Alis volat propriis: She flies with her own wings. 8. Amor vincit omnia: Love conquers all things. 9. Ars est celare artem: It is (true) art to conceal art. 10. Ars longa, vita brevis: Art is long, life is short. 11. Au pays des aveugles les borgnes sont rois: In the country of the blind, the one-eyed men are kings. 12. Audentes fortuna juvat/Fortes fortuna bravat: Fortune favors the bold/Fortune favors the brave. 13. Bis dat qui cito dat: He gives twice who gives promptly. 14. C’est autre chose: That’s a different thing. 15. C’est la guerre: That’s war. (It cannot be helped.) 16. C’est la vie: That’s life. (That’s how things happen.) 17. C’est plus qu’un crime, c’est une faute: It is worse than a crime, it is a blunder. 18. Ca va sans dire: It goes without saying. 19. Caveat lector: Let the reader beware. 20. Ce n’est que le premier pas qui coute: It is only the first step that costs. 21. Cedant arma togae: Let arms yield to the toga. (Let military power give way to civil power.) 22. Cetera desunt: The rest is missing. 23. Chacun a son gout: Everyone to his taste. 24. Che sara, sara: What will be will be. 25. Cherchez la femme: Look for the woman. 26. Corruptio optimi pessima: The corruption of the best is the worst of all. 27. Credo quia absurdum est: I believe it because it is absurd. 28. Credo ut intelligam: I believe so that I may understand. 29. Damnant quod non intelligunt: They condemn what they do not understand. 30. De gustibus non est disputandum: There is no disputing about tastes. 31. De minimis non curat lex: The law takes no account of trifles. 32. De mortuis nil nisi bonum: Of the dead (say) nothing but good. 33. Dis aliter visum: The gods decreed otherwise. 34. Docendo discimus: We learn by teaching. 35. Dulce et decorum est pro patria mori: It is sweet and seemly to die for one’s country. 36. Dum spiro, spero: While I breathe, I hope. 37. Dum vivimus vivamus: While we live, let us live. 38. Dux femina facti: A woman was leader of the exploit. 39. Ecce signum: Behold the sign. (Look at the proof.) 40. Ecrasez l’infame: Crush the infamous thing. 41. Eheu fugaces labuntur anni: Alas! The fleeting years glide on. 42. Est modus in rebus: There is a proper measure in things. 43. Ex nihilo nihil fit: From nothing, nothing is produced. 44. Ex pede Herculem/Ex ungue leonem: From the foot (we may judge the size of) Hercules, from the claw (we may judge) the lion. 45. Exceptio probat regulam de rebus non exceptis: An exception establishes the rule as to things not excepted. 46. Exitus acta probat: The outcome justifies the deed. 47. Facilis descensus Averno: The descent to Avernus is esay. (The road to evil is easy.) 48. Fas est et ab hoste doceri: It is right even to learn from an enemy. 49. Fata viam invenient: The Fates will find a way. 50. Festina lente: Make haste slowly. 51. Fiat experimentum in corpore vili: Let experiment be made on a worthless body. 52. Fiat justitia, ruat caelum: Let justice be done, though the heavens fall. 53. Fiat lux: Let there be light. 54. Finem respice: Consider the end. 55. Finis coronat opus: The end crowns the work. 56. Fluctuat nec mergitur: It is tossed by the waves but does not sink. 57. Forsan et haec olim meminisse juvabit: Perhaps this too will be a pleasure to look back on one day. 58. Fronti nulla fides: No reliance can be placed on appearance. 59. Gardez la foi: Keep faith. 60. Gaudeamus igitur: Let’s make merry. 61. Gnothi seauton: Know thyself. 62. Hoc age: Do this. (Apply yourself to what you are about.) 63. Hoc opus, hic labor est: This is the hard work, this is the toil. 64. Honi soit qui mal y pense: Shamed be he who thinks evil of it. 65. Humanum est errare: To err is human. 66. Ignorantia juris neminem excusat: Ignorance off the law excuses no one. 67. Il faut cultiver notre jardin: We must cultivate our garden. (We must tend to our own affairs.) 68. Ils ne passeront pas: They shall not pass. 69. In hoc signo vinces: By this sign you shall conquer. 70. Invenit/Pinxit: He (or she) devised/painted it. 71. Ira furor brevis est: Anger is a brief madness. 72. J’y suis, j’y reste: Here I am, here I remain. 73. Jacta alea est: The die is cast. 74. La reine/le roi le vuit: The queen (or the king) wills it. 75. La reine/le roi s’avisera: The queen (or king) will consider. 76. Lasciate ogni speranza, voi ch’entrate: Abandon hope, all ye who enter. 77. Le coeur a ses raisons que la raison ne connait point: The heart has its reasons that reason knows nothing of. 78. Magna est veritas et praevalebit: Truth is mighty and will prevail. 79. Medio tutissimus ibis: You will go most safely by the middle course. 80. Morituri te salutamus: We who about to die salute you. 81. Mutato nomine de te fabula narratur: With the name changed, the story applies to you. 82. Natura non facit saltum: Nature makes no leap. 83. Naturam expellas furca, tamen usque recurret: You may drive Nature out with a pitchfork, but she will keep coming back. 84. Ne cede malis: Yield not to misfortune. 85. Nemo me impune lacessit: No one attacks me with impunity. 86. Nil desperandum: Never despair. 87. Non omnia possumus omnes: We can’t all do all things. 88. Non omnis moriar: I shall not wholly die. 89. Non sum qualis eram: I am not what I used to be. 90. Nosce te ipsum: Know thyself. 91. Nous avons change tout cela: We have changed all that. 92. Nous verrons ce que nous verrons: We shall see what we shall see. 93. Oderint dum metuant: Let them hate, so long as they fear. 94. Odi et amo: I hate and I love. 95. Omne ignotum pro magnifico: The unknown tends to be exaggerated in importance or difficulty. 96. Omnia mutantur, nos et mutamur in illis: All things are changing, and we are changing with them. 97. Omnia vincit amor: Love conquers all. 98. Ora pro nobis: Pray for us. 99. Ou sont les neiges d’antan?: Where are the snows of yesteryear? 100. Panta rhei: All things are in flux. 101. Parturient montes, nascetur ridiculus mus: The mountains are in labor, and a ridiculous mouse will be brought forth. 102. Pereant qui ante nos nostra dixerunt: May they perish who have expressed our bright ideas before us. 103. Pereunt et imputantur: The hours pass away and are reckoned on our account. 104. Place aux dames: Make room for the ladies. 105. Plus ca change, plus c’est la meme chose (sometimes abbreviated to just â€Å"Plus ca change . . .): The more things change, the more they stay the same. 106. Poeta nascitur, on fit: A poet is born, not made. 107. Primum non nocere: The first thing is to do no harm. 108. Qui facit per alium facit per se: He who does through another does through himself. 109. Qui s’excuse s’accuse: He who excuses himself accuses himself. 110. Qui va la?: Who goes there? 111. Quis custodiet ipsos custodes: Who will keep the keepers? 112. Quo vadis?: Where are you going? 113. Quos deus vult perdere prius dementat: Those whom a god wishes to destroy he first drives mad. 114. Quot homines, tot sententiae: There are as many opinions as there are men. 115. Rem acu tetigisti: You have touched the point with a needle. 116. Requiescat in pace: Rest in peace. 117. Respice finem: Consider the outcome. 118. Resurgam: I shall rise again. 119. Revenons a nos moutons: Let us return to our sheep. (Let us return to our subject.) 120. Salus populi suprema lex esto: Let the welfare of the people be the supreme law. 121. Se non e vero, e ben trovato: Even if it is not true, it is well conceived. 122. Si jeunesse savait, si vieillesse pouvait!: If youth only knew, if age only could! 123. Si monumentum requiris, circumspice: If you seek his monument, look around. 124. Si vis pacem, para bellum: If you wish peace, prepare for war. 125. Sic itur ad astra: Thus one goes to the stars (Such is the way to immortality.) 126. Sic semper tyrannis: Thus ever to tyrants. 127. Sic transit gloria mundi: So passes away the glory of the world. 128. Silent leges inter arma: The laws are silent in the midst of arms. 129. Similia similibus curantur: Like is cured by like. 130. Similis simili gaudet: Like takes pleasure in like. 131. Siste viator: Stop, traveler. 132. Solvitur ambulando: It is solved by walking. (The problem is solved by a practical experiment.) 133. Sunt lacrimae rerum: There are tears for things. 134. Tempora mutantur, nos et mutamur in illis: The times are changing, and we are changing with them. 135. Tempus fugit: Time flies. 136. Timeo Danaos et dona ferentes: I fear the Greeks even when they bring gifts. 137. Tout comprende c’est tout pardonner: To understand all is to forgive all. 138. Tout est perdu fors l’honneur: All is lost save honor. 139. Truditur dies die: The day is pushed forth by day. (One day hurries on another.) 140. Tuebor: I will defend. 141. Ua mau ke ea o ka aina i ka pono: The life of the land is perpetuated in righteousness. 142. Vada retro me, Satana: Get behind me, Satan. 143. Vae victis: Woe to the vanquished. 144. Varium et mutabile semper femina: Woman is ever a fickle and changeable thing. 145. Verbum sat sapienti est: A word to the wise is sufficient. 146. Vincit omnia veritas: Truth conquers all things. 147. Vive la difference: Long live the difference (between the sexes). 148. Vogue la galere: Let the galley be kept rowing. (Keep on, whatever may happen.) 149. Voila tout: That’s all. 150. Vox populi vox Dei: The voice of the people is the voice of God. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:English Grammar 101: All You Need to Know44 Resume Writing Tips7 Proofreading Steps

Elude vs. Allude vs. Illude

Elude vs. Allude vs. Illude Elude vs. Allude vs. Illude Elude vs. Allude vs. Illude By Michael The commonly misused words elude, allusion and illusion share a common root word (Latin ludere: to play), but their meanings arent similar at all. Fortunately, recognizing the prefixes can help keep these two words separate in your mind. The Latin prefix e means out, so elude originally suggested the end of a game or a sword fight, where a clever winner tricked his opponent by playing out. A fugitive can elude his pursuers by making them look for him outside of where he really is. The prefix a or ad often comes from the Latin ad, which means to. For example, an adjunct professor is a part-time instructor who is joined to the faculty to teach a few classes. So an allusion is an indirect reference played to something else, such as a quotation that you expect your readers will recognize without having to be told where it came from. The prefix in or sometimes il or im often comes from the Latin in, which means at, in, toward, among other things. It gives illusion the meaning of play with. An illusion is something that isnt real somebody is playing with your mind and trying to fool you. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Types of Rhyme15 Words for Household Rooms, and Their Synonyms5 Tips to Understand Hyphenated Words

Why a Human Mind Seeks Attraction to a Beach Essay

Why a Human Mind Seeks Attraction to a Beach - Essay Example Every human mind is related with nature at a certain plane. And not a single person can ignore its mighty existence and unending influence on the mind and life of a man. Some people are attracted to mighty snow–capped mountains, some to green vales. Some minds get lost in the mystery of the woods and some lose their heart at the roaring waves of an ocean which crushes at the beach and to touch their feet. The beauty of a golden beach lying as a stretch on the bank of a sea or an ocean is always attractive for most of the people. It does not captivate the obscurity of woods and hardship of mountains. For a perfect destination to relax, rejuvenate and feel the mirth and warmth of life, beach is the best resort. It does not involve any physical hardship to stay or reach a beach. And the beauty of a beach is always more exploring with the progress in the hour clock. The color scheme of the stretch of land changes with the changing season. This glorifies the aura of the beach attra cting millions of tourist across the world every year. Thesis Statement This essay intends to analyze and explore the reasons why a human mind seeks attraction to a beach and tries to describe the beauty and blessings of nature bestowed upon this physical feature on earth. Beauty of a Beach To many people it might seem at the outset that a stretch of land covered with sand and rock cannot seem actually beautiful. However, to many others who have been attracted, enchanted and mesmerized with the glory, charm and enigma of a beach know that what fascinates them towards the stretch of land in reality. The golden sand dunes and the rocky cliffs situated at the shore of a vast water-body yielding magnificent and gigantic waves is a sight to watch from a considerable distance. The gigantic waves roar like thunder and then crush and efface on the banks. It seems that their mighty existence somewhere fall short, minor and tiny in front of the golden stretch of land (United Nations Education al, Scientific and Cultural Organization, â€Å"When Sand Dunes Have Been Destroyed†). The beach that is rocky or has cliffs is just another beautiful spectacle of nature. The waves evolving from the middle of the ocean, takes a magnificent aura before crushing down to the rocks and cliffs on the beach. It seems that those cliffs are the ring master of a circus taming a lion, making it ready for the show. The beast may roar, deny, show its magnanimity but before the rock-solid existence of the ring master and his agile hunter, the beast is ought to succumb and break down. The same spectacle evolves before the eyes of a person who stands at the rocky beach and watches the waves crushing down before the Rocky Mountains situated at the beach. The crushing of the waves produces beautiful foam which seems like some cluster of stray clouds on a blue sky. The poetic mind which operates above the mundane scientific theories of daily life perceives it as a reflection of the phenomena taking place up in the sky (United Nations Educational, Scientific and Cultural Organization, â€Å"When Sand Dunes Have Been Destroyed†). Sunrise and sunset both occur with vivacity and grandeur at the beach. Sun and the sand play all through the day changing mood and color with the passing season. With its first ray the sun turns the beach into a casket of red light. The air gets warm slowly and the waves dance with the rays of the sun

IKEAs Resources and Competences in Developing Competitive Advantage Essay

IKEAs Resources and Competences in Developing Competitive Advantage - Essay Example With specific references to its competencies, it is apparent that since its inception, IKEA has always shown a great concern for people and the environment. This is based on its vision which is to create a better everyday life for many people. Indeed, its concern for people and the environment enhances its proper use of resources. Thus, it endeavors to keep its cost as minimum as possible. The IKEA entrepreneurial culture is enduring. For instance, its founder Ingvar Kamprad exhibited elements of entrepreneurship early in his childhood. As a fact, entrepreneurs are usually born and/or made. This way, the environment in which IKEA’s founder was raised up in nurtured his entrepreneurial skills. The Smalanders for instance, are famed for their informality and entrepreneurial spirit. For instance, His aunt would send him large quantities of matches which he would sell in small quantities at a lucrative price. Thus, he was exposed to an entrepreneurial culture early in his life. The leadership and organizational structure of IKEA are also ideal. Peter Hogsted, the CEO is subscribed to the idea of cost-cutting and promotes informal structure within the organization. Through the Hawthorne experiments, Elton Mayo, a renowned behavioral theorist was able to affirm that work satisfaction and performance among workers is basically not economic. It is rather more contingent on working conditions and attitudes. This includes proper communication, positive management response and encouraging employees to work hard by motivating them.